Preface to “A Socio-Political Look at Equity in the School Organization of Mathematics Education”

Part of the Advances in Mathematics Education book series (AME)


Whenever we place our attention on the issue of equity in mathematics education, we are addressing a broad social, political, economic, and cultural problem that is related to how societies create and set in place mechanisms that differentiate, include, and exclude certain peoples from valued resources, either material or symbolic. My main point in this paper is to provide evidence that it is not possible to assume that “equity” is a matter that only and exclusively emerges and is reproduced inside mathematics classrooms. Since “problems of equity” in mathematics are a part of general problems of equity, inclusion, and exclusion in society at large (Pais and Valero 2011), I intend to focus on how the notions of ability/disability associated with the exclusion of certain children emerge in the practices and discourses inside the school organization. Of course, the school organization, again, is only one site in which mechanisms of inclusion and exclusion operate in society.


Mathematics Education Social Practice School Mathematics Mathematics Classroom Mathematics Education Research 
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Copyright information

© Springer-Verlag Berlin Heidelberg 2012

Authors and Affiliations

  1. 1.Aalborg UniversityAalborgDenmark

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